<span>Students could also give the answers as green to blue, blue to green, truck , car to truck, blue to total, and green to total.Some students may write part to part ratios. When the class comes back together, this could be a good time to discuss why a part to whole ratio is more useful when comparing statements that include percents. Students may need to be reminded that percents are a form of a part to whole comparison where the whole is 100.hoose different pairs of small groups to post diagrams and explain how the diagram helped them to see the relationship between the fractions, percents, and decimals.</span>
Answer: <em>That is most likely an unsolvable question. </em>
Step-by-step explanation: PEMDAS
<u>3×4×100±67≤65</u> <em>Doesn’t work</em>.
<u>3x4= 12</u> ~ <u>12x100=1200</u> ~ <u>1200+67=1267</u> ~ 1267<65
556∪120D⊥p=13⇆87∞44f1······ <em>Also clearly isn’t a math question </em>
<em>I am not sure if this helps. But I really did look into it and found nothing. I am So sorry to disappoint</em>.
Let the number be x.
8 - x = x -34
2x = 8 + 34
2x = 42
x = 21
Answer: The number is 21.
sry my mistake wrong quesrion
Answer:
-1/3
Step-by-step explanation:
3 is the gradient of the other line
m1×m2=-1 (equation for perpendicular lines)
m1×3= -1
m1= -1/3
Pls confirm if its correct
correct me if wrong
thanks! :)
